This information is intended to support schools and kura to enhance learning with digital technologies initiatives such as BYOD (Bring Your Own Device) by forming and maintaining positive relationships with their whānau, iwi, and community.
It suggests ideas to include when communicating with whānau about learning with digital technologies, specifically in a community meeting setting.
As part of an ongoing dialogue, a community meeting is one way to communicate with whānau and the community. Learning involves a three-way partnership with the learner, their whānau, and the school or kura. Starting with the aspirations of the learner and their whānau, each partner has a part to play to ensure that learning with digital technologies is effective.
Engagement with your community about learning with digital technologies should be underpinned by the following principles:
Community engagement about learning with digital technologies through meetings may require multiple events. Two such occasions are suggested here, but more and/or repeated events may be needed. Consider holding events at different times of day and in different locations such as your local marae or church hall, depending on the context of your community.
One of the key purposes of this meeting will be to help whānau to understand the "why" of learning with digital technologies so that there is continued positive partnerships for the benefit of all learners.
An initial meeting may comprise:
Gathering feedback and gauging community feelings. Explain or negotiate what the channels for communication are, and how queries will be responded to, for example via an FAQ (Frequently Asked Questions) page on your school or kura’s website; through follow up events; directly through an email or face-to-face conversation. There could be an invitation to join a whānau focus group, or build from an existing group, to provide ongoing engagement.
Covering practicalities, for example how: issues of equity will be addressed; devices will be funded; devices will be kept secure, and learners will be supported in their learning online; and what the expectations will be for day-to-day learning.
Focusing on the learning rather than the tools. It may be useful to refer to research, case-studies, or examples that support the use of digital technologies to enhance learning, or to show how research can be accessed, for example from an e-Learning page on the school or kura’s website.
Developing and reinforcing a shared understanding of digital citizenship practices for kaiako, teachers, whānau, and students.
It may be worth providing various means to gather questions and feedback, for example through a digital tool such as Padlet, on sticky notes or via email. An open forum for questions could potentially lead to a few voices or themes dominating so may not be as helpful. Gathering questions and recording them for a later response might be an alternative, but draw on your knowledge of your community and its context.
One of the purposes of this meeting may be to showcase how learning at your school or kura has been transformed through access to digital technologies.
A follow-up meeting may comprise:
Community meetings, such as those suggested here, should not be one-off events, but build upon a strategy of ongoing engagement through a variety of formats and channels, such as those suggested above. When thinking particularly about learning with digital technologies and the need to build and maintain support from your community, consider these opportunities for ongoing communication:
Filter by: Primary
Te Kura o Tiori Burnham School principal, Rob Clarke talks about setting up Taha Māori @ Te Kura o Tiori as part of their school website.
Associate Principal and Senior Team Leader at Te Kura o Tiori Burnham School, Linda Sweeny, explains the process for setting up Blogger for students to use as an e-Portfolio.
Teacher, Jacqui Innes from Russell Street School describes how students individual e-portfolios and the class blog serve different purposes but work in conjunction with each other.
Russell Street School teacher, Jacqui Innes, describes the process and benefits of planning explicitly for what students will share on their e-portfolios.
Principal, Dave McShane, teacher Susan Lee, and kaumatua from Te Kura o Kutarere discuss how technologies have helped to engage the local community to support and share students learning.
Students and teachers talk about how they share their work, the ease with which they can do it, and the different tools they use.
Finlayson Park School work with the philosophy of doing more for many with less. They have set up a free after school study centre for students to allow them access to computers and the Internet as many families don't have Internet access from home.
At the KidsCan film festival in Nelson 70 students were put together for three days to create films. Kellie McRoberts describes students' development of e-competencies within this project.
Principal Jane Danielson explains the different applications they are using to connect with their community.
Rob Clarke principal of Burnham School describes the benefits of using e-portfolios in the school community to connect with parents.
Rob Clarke, principal of Burnham School, explains the importance of face-to-face meetings in terms of successful whānau and community engagement with e-learning tools.
Students at Burnham School found the process of creating and sharing a mihi, which involved engaging with their families and the community to research into their past and using technology to share that with their parents/whānau for feedback, was valuable.
James Rea, DP at Russell Street School, shares how they are using Ustream to live stream their school assemblies.
James Rea, DP at Russell Street School, shares how students are using their library blog to post book reviews and character profiles.
Technology enables access to the Internet and removes communication barriers for Wadestown School student, Renée Patete.
Sue Martin uses stop motion animation with her students to promote narrative skills, particularly sequencing and retelling.
Sally McDougall and her students explain their process for writing book reviews and creating QR codes to share them with the wider community.
Hillcrest Normal School teacher, Michelle Macintyre shares how technology has enabled parents to be involved in different ways with students' learning.
Parents from Holy Cross School explain how they are able to connect easily with the school, using mobile devices and different forms of digital media.
Holy Cross School student, Coretti and her mother, Fiona Tuffs, discuss how using a mobile device makes access to schoolwork easier. Corretti explains how the iPad is changing the way she learns.
Holy Cross School principal, Kathy Moy-Low explains how they consulted with and engaged the parent community in e-learning. Parents explain why they attend the after school parent technology sessions.
Staff and students of Ruawai Primary School used student voice to share with their parent community the ways in which digital technologies are used to support learning, and to share what students are learning with their families.
Staff at Mahurangi Christian School discuss how the school connects the classroom to the community through digital technologies.
Principal, Richard McCosh explains how they used the e-Learning Planning Framework to identify strengths and areas needing development within their school.
The board of trustees, parent community, and school leadership team at Waerenga O Kuri School explain the collaborative process they used for developing their Māori achieving success as Māori (MASAM) framework.
Waerenga o Kuri student, Herepo Wynyard talks about how the involvement of her whānau both online (through her e-portfolio), and face-to-face at school has encouraged success with her learning goals.
Connor Fitzgerald-Mansell, a student from Hillcrest High School, describes the benefits of bringing his own laptop to school.
e-Learning teacher Mervyn Cook and student Connor Fitzgerald-Mansell, from Hillcrest High School, discuss the benefits of being able to connect via ICTs during outside of scheduled class time.
Motu School principal, Paul Cornwall explains the process they went through to setup a framework for Māori achieving success as Māori (MASAM).
Motu School community talk about the positives of parents engaging in their children's learning.
Parents, BOT, and teachers from Motu School discuss their collaboration around whanaungatanga to create their Māori achieving success as Māori (MASAM framework).
Teacher and e-learning leader, Kate Friedwald explains the information provided for parents at Wairakei School to introduce a BYOD trial for Year 5/6 students in 2014.
Kate Friedwald describes step-by-step the process she went through from researching BYOD to setting up a classroom learning programme using BYOD at Wairakei School.
Parents from Wairakei School describe the benefits that being in a BYOD class has had for their children.
Wairakei School teacher and her student explain why blogging encourages students to produce better quality work because it is being seen and commented on by an authentic audience.
Chris Luke, teacher at Coastal Taranaki School, talks about the Te Ika Unahi Nui initiative, using digital technologies, and the benefits this has had for Māori students.
Students and parents from Coastal Taranaki School talk about the difference marae-based learning has made to their engagement, motivation, and confidence.
Coastal Taranaki School teacher, Chris Luke explains how he connects students' learning at the marae with the learning in the classroom.
Te Ika Unahi Nui is a wānanga (learning) partnership between Tarawainuku marae, Coastal Taranaki School, and the local community.
Halswell School principal, Bruce Topham explains key steps in planning and building an innovative learning environment that is part of the community.
Rosin Lamb, Communications Manager at Pakuranga College, explains how they use social media to connect with the community.
Staff and students from Apiti School discuss the benefits of using e-portfolios to share student learning with parents and the community.
Teacher, Nicki Fielder and students from Apiti School explain the different social media tools they use to connect with parents and the wider community.
Graeme Barber, Principal at Woodend School, discusses the ways in which the Katote cluster works together to create a seamless transition for students moving from primary to secondary school.
Parents from Hampden Street School share how the school’s open door approach gave them confidence that their children’s learning needs were being met in an innovative learning environment.
Pakuranga College deputy principal, Billy Merchant explains their ongoing community consultation process, which includes how and why students devices, and digital citizenship.
Michael Malins, principal at Konini School, talks about the app they use within the student management system to record, "children's progress... to keep the learning alive in the parent's mind and student's mind".
The Leamington Learner concept, or dispositions, is the school’s strategic focus and foundation for enhanced achievement. Owned by the school community, technological capability is an integral component.
Parents of students at Leamington School explain how the school prepared parents and the wider community for BYOD implementation.
E whakaatu ana tēnei ataata i te hononga a te hapori, ka tahi, mā te whakapapa, ka rua, mā te ipurangi, arā ko Pukamata.
Teacher at Newmarket school, Virginia Kung, talks about how they have made connections with people across the world through Twitter and Skype.
Teacher, Reubina Irshad, explains how they create home school partnerships by helping parents to support their child’s learning at home.
Newmarket School teacher, Reubina Irshad talks about how they connected with whānau during their Matariki celebrations.
Lee Whitelaw, Convening principal at Ohaeawai School, explains why they set up a Trust for the purchasing of their Chromebooks and the process they went through to do that.
Ashhurst School Principal, Heath Chittenden, explains how they got teachers and parents prepared before rolling out flipped learning in their school. “Flipped learning is really important to be a school-wide focus because it actually is a pedagogical change to how you approach teaching.”
David Fox, software developer, talks about his mentoring role with Frankley School.
Aorere College student, Nikki shares her passion for more Māori and Pacific females undertake study and careers in the digital technology field.
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